The exchange of self-disclosures in a laboratory setting was found to function in a manner consistent with social exchange theory. The intimacy of disclosures exchanged tended to follow the norm of reciprocity. More intimate initial disclosures were made to those who were initially better liked. In turn, final liking was higher for those who made more intimate disclosures. The authoritarianism of the subject had no significant effect on self-disclosure. Likewise no significant differences in disclosure were attributable to whether or not the situation permitted eye contact.

Instructions, reinforcement (team points), and practice were applied to four behaviorally defined creative behaviors of eight fourth-and fifth-grade students. All four aspects (number of different responses, fluency; number of verb forms, flexibility; number of words per response, elaboration; and statistical infrequency of response forms, originality) were demonstrated to be under experimental control. The procedures also raised students' scores on Torrance's tests of creativity. Application of the experimental procedures may well be practical for classroom teachers.

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